Carleton University
College of the Humanities
Religion Program
RELI 3141A/HIST 3718A
Germans and Jews
Fridays., 8:35 am-11:25 am; Tory Building 447
Winter Term 2017
Prof. James Casteel
Office: Richcraft Hall 3306 (the building formerly known as “The River Building”)
Office Hours: Fridays 11:30 am-1:00 pm or by appointment.
Tel.: 613-520-2600, ext. 1934
Email: [email protected] (this is the most effective way to reach me)
COURSE DESCRIPTION:
This course will explore the remarkable transformations of Jewish society, culture and religious
practice in German lands from the Enlightenment to the present. In the first half of the course
we will trace the prolonged process of Jews’ social and political emancipation and acculturation
over the course of the long nineteenth-century. We will pay particular attention to the dynamics
of inclusion and exclusion, examining the ways in which they influenced Jews’ negotiations of
their identities as both Germans and Jews. We will also explore the different ways in which
despite their marginal position in society, Jews contributed to the vibrancy of German cultural
and intellectual life.
In the second half of the course we will turn to the impact of World War I on Jewish Germans
and discuss the novel opportunities that opened up to Jews in the Weimar Republic, Germany’s
first democratic government. In particular, we will be concerned with the question of why at the
moment when Jews reached the height of their social and political inclusion in German society
did social movements emerge that vehemently challenged Jews’ belonging to the German
“national community.” We will discuss the ramifications to Jewish social and cultural life of the
Nazis coming to power and Jewish responses to Nazi persecution during the Holocaust.
The final sessions of the course will address the less studied experiences of Jews in Germany
after the Holocaust and the reestablishment of Jewish communities in the postwar German
states. We will explore the ways in which German-Jewish émigrés rebuilt their lives in their new
homes abroad and their attempts to come to terms with the traumatic rupture of the Holocaust.
We will also examine the transformation of the postwar Jewish community in Germany and its
renewal at the end of the Cold War with the immigration of Jews from the former Soviet Union.
We will conclude by discussing the implications of German-Jewish experiences and the
continuing relevance of this history in our contemporary world.
COURSE OBJECTIVES & OUTCOMES:
• Upon successful completion of this course, you will be able to display knowledge of the
history of Jewish life in modern Germany and an understanding of major issues confronting
Germany’s Jewish community today.
• You will have acquired knowledge and the ability to apply analytical concepts related to the
study of the history of religious and ethnic diversity and the socio-cultural construction of
identities.
• You will have gained practice in analyzing and interpreting primary source documents and
engaging with arguments in the scholarly literature.
• Through your written work, you will have further developed your writing, editing, and
analytical skills.
• You will have gained experience in the conduct of research (finding materials using library
catalogue and databases, compiling bibliographies, taking notes on sources) in your
proposal and research paper assignment.
•
In oral presentations and in participation in class discussions you will have honed public
speaking skills and your ability to present arguments and opinions that are supported by
evidence.
COURSE REQUIREMENTS AND GRADING SCHEME:
In order to receive a final grade for the course, students must complete all course requirements:
Assignment
Percentage
(1) Attendance and
Participation
(2) Discussion Paper (2-3
pages) & Presentation
(3) Three Critical Analysis
Papers (2-3 pages each)
20%
14% (7% paper/7%
presentation)
21% (7% each)
(4) Research Paper
5%
Proposal (1-2 pages, plus
bibliography)
(5) Research Paper (8-10 20%
pages, plus notes and
bibliography)
(6) Take-Home
20%
Examination
Due Date
Paper due 9am on the Thursday before
the class meeting for the presentation
by the beginning of the class in which the
readings are assigned
• 1st Due by: Week 4, Friday, Jan 27
• 2nd Due by: Week 7, Friday, Feb 17
• 3rd Due by: Week 10, Friday, Mar. 17
Week 5, Friday, February 3 (beginning
of class)
Week 13, Friday, April 7 (beginning of
class)
Tuesday, April 25, 5:00 pm
(1) Attendance and Participation: My expectation is that all students will attend class on a
regular basis and come to class having prepared the assigned readings. With a few exceptions
(indicated on the course schedule), I will usually lecture during the first half of the class and the
second half of the class after the break will be devoted to student discussion presentations and
general discussions of readings and other materials. In addition, students will be assigned to
virtual discussion groups on CU Learn which can be used to exchange information with other
students, as a resource in cases where a student misses class and needs notes from a fellow
student, and for online group discussions of the weekly readings. The groups will be created
based on the week for which a student signs up for a presentation.
All students should be prepared to discuss the assigned readings and documents as indicated
on the course outline. Participation grades will be determined based on: (a) attendance and
attention level and (b) active participation that (c) displays knowledge of the subject (d)
contributes to the flow of conversation (e) shows knowledge of the readings (f) offers critical
analysis of the readings and subject. Questions or comments that display a thoughtful
knowledge and analysis of the class readings receive the highest participation marks.
Contributions to small group discussions on CU Learn also count towards participation mark for
the week.
(2) Discussion Paper and Presentation: Each student will prepare a presentation and write a
2-3 page discussion paper based on either one reading or one document for a particular week
(a sign-up sheet listing the readings and documents for presentations will be distributed either
during the first class or via CU Learn). The presentation should be 5 minutes in length.
Because we will have multiple presentations in each class, out of considerations for others,
students who go over their allotted time limit will be asked to end their presentation once their
time is up. When preparing your presentation, please keep in mind the time limit and practice
presenting to make sure you do not go over. Presentations should not just summarize the
reading or document in question (since all students will have read the readings for the week).
Rather, they should provide your own interpretation of the text and its significance in the context
of German-Jewish history. In developing your interpretations, whether the text you choose is a
primary document or secondary source reading, you may find the guidelines for “how to read for
this course” below helpful. Although the presentation/paper will focus on a particular reading,
students are encouraged to draw connections between other readings for the week. Please note
that the other students with whom you are presenting that week are part of your discussion
group and you are welcome to coordinate with them when working on your presentations, even
though the actual work in writing your paper will be your own.
(3) Critical Analysis Papers (x 3)
Throughout the term, you will write three critical analysis papers (2-3 pages each), based on the
course readings for a particular week. These papers should discuss a particular theme or issue
that emerges in the readings in depth. Papers are not required to incorporate all of the readings,
but should draw on the ones that are most relevant to the theme under discussion (although if a
reading deals with the theme that you are writing on, then you should certainly make reference
to it!). It is expected that students will have read all the readings for the week that they are
writing on. Papers are due by the beginning of class on the day that the readings will be
discussed. You may decide which weeks you wish to write on (but you cannot write a critical
analysis paper for the same week’s readings that you choose for your discussion paper and
presentation) and you may also submit papers earlier (i.e. submit a paper in Week 10 that
covers the readings for Week 12). But you may not submit papers for weeks that we have
already discussed (i.e. you cannot write on the readings for Week 5 and submit it during Week
10). The first paper is due on or before Week 4 (Friday, January 27); the second paper is due
on or before Week 7 (Friday, February 17), and the third paper is due on or before Week 10
(Friday, March 17). Papers submitted late will have late penalties applied (see below) and will
not receive credit for ideas that were discussed in class.
(4) & (5) Proposal and Research Paper: Students will write a research paper (8-10 pages,
plus notes and bibliography) on a topic related to the themes of the course. While the course
takes a historical approach, you may approach your project from different or multiple disciplinary
perspectives (religion, history, literature, film studies, philosophy, social sciences, art history,
etc.). A proposal for the paper will be due on Friday, Feb 3, 2017. The proposal should include
a one-page description of the topic and your preliminary research question and thesis
statement. In addition, a working bibliography with at least six academic sources (journal articles
and monographs) as well as primary sources should be attached. The final research paper is
due on Friday, April 7, 2017. More details about the paper and proposal will be discussed in
class and instructions posted to CU Learn.
Papers will be evaluated according to the following criteria: soundness of thesis, use of
evidence to support thesis, depth of research, coherence of argument, logical structure, writing
style, grammar and spelling. As many of the topics covered in this course are historical in
nature, students may find the History Department guidelines for writing an essay to be a helpful
and informative resource (http://www2.carleton.ca/history/resources/essay-guide/).
My preferred citation format is Chicago Manual of Style. Please use endnotes and attach a full
bibliography for all sources cited in written assignments.
I encourage students to consult with me while preparing their essays during my office hours or
by appointment. Students with questions about the writing process may also wish to consult the
Writing Tutorial Service (http://www1.carleton.ca/sasc/writing-tutorial-service/).
(5) Take-Home Final Examination: The final exam will cumulative and based on the course
readings, discussions and lectures. The questions will be made available and the exam
submitted via CU Learn. Further details will be discussed at the last class meeting.
SUBMISSION OF COURSEWORK AND LATE PENALTIES:
All written assignments must be submitted using the electronic drop box in CULearn.
Unless a specific exception has been arranged, assignments sent per email will not be
accepted. Comments and grades on assignments will be provided in the CULearn Grade Book.
Unless a medical (or equivalent) excuse is provided, late assignments will be penalized by
two (2) percentage points per day (including weekends); unexcused late assignments will
not be accepted after 7 days from the due date and will receive a mark of zero (0)%.
Failure to show up for any TESTS, EXAMS, OR ORAL PRESENTATIONS without a valid
excuse will result in a grade of 0% on the ASSIGNMENT in question. No late Take-Home
Final Examinations will be accepted without a valid medical or equivalent excuse.
IMPORTANT INFORMATION:
Academic Integrity: Academic integrity is a core value of the university and essential for creating
a constructive environment for teaching, learning, and research in the Religion program in the
College of the Humanities. Students are responsible for being aware of the University’s
Academic Integrity Policy, understanding what constitutes academic dishonesty, and ensuring
that all course assignments submitted for evaluation abide by University policy. Any suspected
violations of the academic integrity policy will be referred to the College’s Director and
then to the appropriate Dean for further investigation. Students who are found to have
violated the standards of academic integrity will be subject to sanctions. An overview of the
University’s Academic Integrity Policy is available at http://www1.carleton.ca/studentaffairs/
academic-integrity/ and the full policy at http://carleton.ca/senate/wp-content/uploads/
Academic-Integrity-Policy1.pdf.
Email Communication: Following university policy, the instructors will communicate by e-mail
with students using their university e-mail addresses (i.e. cmail). If you have a different account
that you check regularly, please set up your Carleton account to forward to that one, so that you
do not miss any important course-related announcements. Normally, the instructor expects to
reply to e-mail or voicemail queries within 2 days during the working week. The instructor
generally does not answer e-mail inquiries or voicemail messages on evenings or weekends.
Students who wish to communicate with the instructor are encouraged to meet personally
during office hours, at another convenient time by appointment, or at the end of class.
Preclusions:
Students who took my special topics course “German-Jewish Encounters with Modernity” under
the RELI 3842 Special Topics in Judaism course number should not register for this course as it
covers similar material.
REQUIRED TEXTS AND COURSE READINGS:
• Amos Elon, The Pity of it All: A Portrait of the German-Jewish Epoch, 1743-1933 (Picador
2003)
• Pól Ó Dochartaigh, Germans and Jews since the Holocaust (Palgrave Macmillan, 2016)
These two books are available for purchase at Havenbooks, 43 Seneca Street (at Sunnyside),
613-730-9888, www.havenbooks.ca, open 10am-6pm, Mon-Sat.
Other course materials (see the schedule of class meetings below) are available electronically
via the Ares Library Reserves system (there is a link to Ares on the course’s CU Learn
page).
The textbooks by Alon and Dóchartaigh provide a general background reading. In our
discussion, we will focus attention on the arguments in the other assigned readings, both
secondary literature (i.e. journal articles and book chapters by scholars in the field) and primary
sources (i.e. documents created by individuals who lived at the time). For each week,
secondary literature is listed under the rubric “Readings” and primary literature under the rubric
“Documents.” All of these readings are required.
HOW TO READ FOR THIS COURSE:
Textbook
The survey textbooks by Alon and Dóchartaigh, while technically secondary sources, are
intended to provide you with the broader context for understanding the history of the Jewish life
in Germany. Read these with an eye towards getting the “big picture” and to help contextualize
other primary and secondary readings. I have placed on the outline where relevant sections
relate to the weeks topics, but the books can be read in their entirety at any time during the
course.
Primary Sources
The primary sources are memories, interviews, essays or other writings, or other works
produced by individuals in the period being studied. These should be read as one would any
other historical source. Who created it and for what reason or aim? Who was the intended
audience? What does the document tell us about the specifics of the time, place, and social
context in which the creator of the source lived? What is the source’s broader significance for
our understanding of German Jewish history or more generally?
Secondary Sources:
The secondary sources are scholarly articles written by scholars in the field and generally draw
on extensive primary source research. Read these with the following questions in mind: What
question is the author attempting to answer? What is the author’s argument? How does the
author support his or her argument, i.e. what evidence or source base does he or she draw on?
Does his or her argument support or challenge other arguments that you have found in the
readings? Is there evidence that the author neglects or that might suggest a different
interpretation of the material in question?
CLASS SCHEDULE:
Week 1: Jewish Life in the German lands before Modernity
Fri. January 6 Course Introduction and Lecture
Readings:
Amos Elon, The Pity of it All, 13-100
Documents:
Gershom Sholem, On Jews and Judaism in Crisis: Selected Essays (New York:
Shocken, 1976), 61-64.
Week 2: A New Sociability: Jewish Enlightenment (Haskalah)
Fri. Jan. 13. Lecture and Discussion of Readings and Documents Weeks 1 and 2
Readings:
Amos Elon, The Pity of it All, 101-148
John M. Efron, “Images of the Jewish Body: Three Medical Views From the Jewish
Enlightenment,” Bulletin of the History of Medicine 69, no. 3 (1995): 349-66.
Reuveni, Gideon. “Emancipation through Consumption: Moses Mendelssohn and the
Idea of Marketplace Citizenship.” The Leo Baeck Institute Yearbook 59, no. 1
(January 1, 2014): 7–22.
Documents:
Christian Wilhelm von Dohm, Johann David Michaelis and Moses Mendelssohn in The
Jew in the Modern World: A Documentary History, ed. Paul Mendes-Flohr and
Jehuda Reinharz (New York: Oxford UP, 1995), 28-36, 42-44
Moses Mendelssohn, Jerusalem or On Religious Power and Judaism, trans. Allan
Arkush (Brandeis UP: 1983), 132-139
Moses Mendelssohn, “On Burials” in Selections from his Writings, ed. and trans. by Eva
Jospe (New York: Viking, 1975), 102-104
Week 3: The Promise of Emancipation
Fri., Jan. 20 Lecture and Discussion Readings and Documents Week 3
Readings:
Amos Elon, The Pity of it All, 149-184
Reinhard Rürup, “Jewish Emancipation and the Vision of Civil Society in Germany.” Leo
Baeck Institute Year Book 51 (2006): 43-50
Deborah Hertz, “The Lives, Loves and Novels of August and Fanny Lewald, the
Converted Cousins From Königsberg,” Leo Baeck Institute Year Book 46 (2001):
95-112.
Documents:
Gabriel Riesser and Heinrich Paulus; documents on Jewish identity (von Arnsteiner,
Abraham Mendelssohn and Heinrich Heine, and Ludwig Boerne) in The Jew in
the Modern World: A Documentary History, ed. Paul Mendes-Flohr and Jehuda
Reinharz, 2nd ed. (New York: Oxford UP, 1995), 144-145, 256-261.
Week 4: Becoming Bourgeois: Social, Cultural and Religious Transformations
Fri., Jan. 27 Lecture and Discussion Readings and Documents Week 4
*** FIRST CRITICAL ANALYSIS PAPER DUE BY THIS DATE***
Readings:
Amos Elon, The Pity of it All, 185-220
Benjamin Maria Baader, “When Judaism Turned Bourgeois: Gender in Jewish
Associational Life and in the Synagogue, 1750–1850,” Leo Baeck Institute Year
Book 46 (2001), 113-123
Robin Judd, “The Circumcision Questions in the German-Speaking Lands, 1843-1857”
in Contested Ritual: Circumcision, Kosher Butchering, and Jewish Political Life in
Germany, 1843-1933 (Ithaca: Cornell UP, 2007), 21-57.
Documents:
Hamburg Temple documents, Zecharias Frankel, Samson Raphael Hirsch, and
Immanuel Wolf in The Jew in the Modern World: A Documentary History, ed.
Paul Mendes-Flohr and Jehuda Reinharz, 2nd. ed. (New York: Oxford UP, 1995),
161-166, 194-202, 219-221.
Abraham Geiger in Alan Levinson, An Introduction to Modern Jewish Thinkers: From
Spinoza to Soloveitchik, 2nd ed (Lanham, MD: Rowman and Littlefield, 2006),
60-65
Week 5: Emancipation Realized: German Citizens of the Jewish Faith
Fri., Feb. 3
Lecture and Discussion Readings and Documents Week 5
*** PROPOSAL DUE***
Readings:
Amos Elon, The Pity of it All, 221-258
Jonathan M. Hess, “Fiction and the Making of Modern Orthodoxy, 1857-1890: Orthodoxy
and the Quest for the German-Jewish Novel,” Leo Baeck Institute Year Book 52
(2007): 49-86.
Marion A. Kaplan, “For Love Or Money: Jewish Marriage Strategies” in The Making of
the Jewish Middle Class: Women, Family and Identity in Imperial Germany (New
York: Oxford UP, 1991), 85-116.
Documents:
Treitschke and Mommsen in The Jew in the Modern World: A Documentary History, ed.
Paul Mendes-Flohr and Jehuda Reinharz, 2nd. ed. (New York: Oxford UP, 1995),
343-350
Eduard Silbermann in Jewish Life in Germany: Memoirs from Three Centuries, ed.
Monika Richarz (Bloomington: Indiana UP, 1991), 80-93
Week 6: Jewish-German Society and Culture at the Fin de Siècle
Fri., Feb. 10 Lecture and Discussion Readings and Documents Week 6
Readings:
Amos Elon, The Pity of it All, 259-296
Todd Samuel Presner, “Clear Heads, Solid Stomachs, and Hard Muscles”: Max Nordau
and the Aesthetics of Jewish Regeneration” Modernism/Modernity, 10, no. 2
(2003), 269-296.
Zwicker, Lisa Fetheringill. “Conservative Ideological Resurgence, Nationalist Rallying,
and Students: The German Burschenschaft and Antisemitism, 1890–1900.” Leo
Baeck Institute Yearbook 59, no. 1 (January 1, 2014): 73–90.
Documents:
Kurt Katsch in Jewish Life in Germany: Memoirs from Three Centuries, ed. Monika
Richarz (Bloomington: Indiana UP, 1991), 188-197.
Franz Kafka, Letter to His Father, in Dearest Father: Stories and Other Writings (New
York: Schocken 1954), 171-176.
Georg Simmel, “The Stranger” in: On Individuality and Social Forms: Selected Writings,
ed. Donald N. Levine (Chicago: University of Chicago Press, 1971), 143-149.
Week 7: The Impact of World War I: From Assimilation to Dissimilation?
Fri., Feb. 17
Lecture and Discussion Readings and Documents Week 7
*** SECOND CRITICAL ANALYSIS PAPER DUE BY THIS DATE***
Readings:
Amos Elon, The Pity of it All, 297-354
William W. Hagen, “Murder in the East: German-Jewish Liberal Reactions to Anti-Jewish
Violence in Poland and Other East European Lands 1918-1920,” Central
European History 34, no. 1 (2001): 1-30.
Steer, Martina. “Nation, Religion, Gender: The Triple Challenge of Middle-Class GermanJewish Women in World War I.” Central European History (June 2015): 176-198.
Documents:
Arnold Tänzer and Bernhard Kahn in Jewish Life in Germany: Memoirs from Three
Centuries, ed. Monika Richarz (Bloomington: Indiana UP, 1991), 270-289.
Martin Buber and Hermann Cohen on Zionism in The Jew in the Modern World: A
Documentary History, ed. Paul Mendes-Flohr and Jehuda Reinharz (New York:
Oxford UP, 1995), 571-579
*** Feb 20-25 – NO CLASS – Winter Break. Happy Reading!**
Week 8: Tensions of Jewish Society and Culture in Weimar Germany
Fri., Mar. 3
Lecture and Discussion Readings and Documents Week 8
Readings:
Amos Elon, The Pity of it All, 355-403
Michael Brenner, The Renaissance of Jewish Culture in Weimar Germany (New Haven:
Yale UP, 1996), 129-152.
Till van Rahden, “Mingling, Marrying and Distancing: Jewish Integration in Wilhelmian
Breslau and its Erosion in Early Weimar Germany” in Jüdisches Leben in der
Weimarer Republik, ed. Wolfgang Benz, et. al. (Tübingen: Mohr Siebeck, 1998),
197-221.
Documents:
Ephraim Frisch, Arnold Zweig, Joseph Roth, and Central Verein Flyer in The Weimar
Republic Sourcebook, ed. Anton Kaes, Martin Jay, Edward Dimendberg
(Berkeley: University of California Press, 1994), 253-257, 263-267, 272-275
(Documents 99, 100, 105.
Franz Rosenzweig, “Renaissance of Jewish Learning and Living” in Franz Rosenzweig:
His Life and Thought, ed. Nahum N. Glatzer (New York: Schocken, 1961),
214-234 .
Week 9: Jewish Responses to Nazi Rule
Fri., Mar. 10
Lecture and Discussion Readings and Documents Week 9
Readings:
Marion Kaplan, “Keeping Calm and Weathering the Storm: Jewish Women’s Responses
to Daily Life in Nazi Germany, 1933-1939” in Women in the Holocaust, ed. Dalia
Ofer and Lenore J. Weitzman (New Haven: Yale UP, 1998), 39-54
Konrad Kwiet, “Without Neighbors: Daily Living in Judenhäuser” in Jewish Life in Nazi
Germany: Dilemmas and Responses, edited by Francis R. Nicosia and David
Scrase (New York: Berghahn Books, 2010), 117-148 .
Documents:
Marta Appel in Jewish Life in Germany: Memoirs from Three Centuries, ed. Monika
Richarz (Bloomington: Indiana UP, 1991), 351-361
Jürgen B., Hildegard F., and Friedrich S. in Donald Niewyk, Fresh Wounds: Early
Narratives of Holocaust Survival (Chapel Hill: University of North Carolina Press,
1998), 257-288
Week 10: Reconstructing Communities in Germany after the Holocaust
Fri., Mar. 17
Lecture and Discussion Readings and Documents Week 10
*** THIRD CRITICAL ANALYSIS PAPER DUE BY THIS DATE ***
Readings:
Pól Ó Dochartaigh, Germans and Jews since the Holocaust, 19-67
Atina Grossmann, “Home and Displacement in a City of Bordercrossers: Jews in Berlin
1945-1948,” in Unlikely History: The Changing German-Jewish Symbiosis,
1945-2000, ed. Leslie Morris and Jack Zipes (New York: Palgrave-Macmillan,
2002), 63-99
Michael Geyer, “Virtue in Despair: A Family History From the Days of the
Kindertransports.” History & Memory 17, no. 1/2 (2005): 323-65.
Documents:
Ernst Landau and Arno Lustiger in Michael Brenner, After the Holocaust: Rebuilding
Jewish Lives in Postwar Germany (Princeton: Princeton UP, 1997), 79-86, 90-94
Ralph Giordano, “Auschwitz and Life: Why I Have Remained in Germany,” in Speaking
Out: Jewish Voices from the United Germany, ed. Susan Stern (Carol Stream, IL:
Edition Q, 1995), 39-49.
Week 11: From Postwar to Cold War: A Return to Normalcy?
Fri., Mar. 24
Lecture and Discussion Week 11 Readings and Documents
Readings:
Pól Ó Dochartaigh, Germans and Jews since the Holocaust, 68-101
Jeremy Varon, Jewish Students of Postwar Germany (Detroit, MI: Wayne State UP,
2014), 181-222.
Shneer, David. “Yiddish Music and East German Antifascism: Lin Jaldati, Post-Holocaust
Jewish Culture, and the Cold War.” Leo Baeck Institute Yearbook 60, no. 1
(January 1, 2015): 207–34.
Documents:
John Borneman and Jeffrey M. Peck, “Ernst Cramer: I never stopped being a German
Jew” and “Susanne Rödel: I feel stranger than ever in my former country,” in:
Sojourners: The Return of German Jews and the Question of Identity (Lincoln:
University of Nebraska Press, 1995), 103-117, 135-155.
Barbara Honigmann, “On My Great-Grandfather, My Grandfather, My Father and Me,”
Voices of the Diaspora: Jewish Women Writing in Contemporary Europe. Edited
by Thomas Nolden, and Frances Malino. Evanston: Northwestern UP, 2005,
123-133.
Week 12: After the Holocaust: Rebuilding Lives in Emigration and in Israel
Fri., Mar. 31
Lecture and Discussion Week 11 Readings and Documents
Readings:
Pól Ó Dochartaigh, Germans and Jews since the Holocaust 102-146, 182-194
Marion Berghahn, German-Jewish Refugees in England: The Ambiguities of Assimilation
(London: Macmillan, 1984), 173-215.
Kranz, Dani. “Changing Definitions of Germanness across Three Generations of Yekkes
in Palestine/Israel.” German Studies Review 39, no. 1 (February 22, 2016): 99–
120.
Documents:
Hertha Nathorff and William Niederland in Hitler’s Exiles: Personal Stories of the Flight
from Nazi Germany to America, ed. Mark M. Anderson (New York: The New
Press, 1998) 69-77, 215-222, 299-310, 317-324
Hannah Arendt, “What Remains? The Language Remains. A Conversation with Günther
Gaus” in Essays in Understanding, 1930-1954, ed. Jerome Kohn (New York:
Schocken, 1994), 1-23.
Week 13: Russian Jewish Migration and Renewal of Jewish Life in Germany after 1990
Fri., April 7
Lecture and Discussion Week 12 Readings and Documents;
Concluding Discussion of Course
*** MAJOR PAPER DUE ***
Readings:
Pól Ó Dochartaigh, Germans and Jews since the Holocaust, 149-181,195-200
Roberman, Sveta. “All That Is Just Ersatz: The Meaning of Work in the Life of Immigrant
Newcomers.” Ethos 41, no. 1 (2013): 1–23.
Becker, Franziska. “Migration and Recognition: Russian Jews in Germany.” East
European Jewish Affairs 33, no. 2 (2003): 20–34.
Documents:
John Borneman and Jeffrey M. Peck, Sojourners: The Return of German Jews and the
Question of Identity (Lincoln: University of Nebraska Press, 1995), 221-259 .
Daniel Cohn-Bendit, Meike Wöhlert, Micha Brumlik et al., Michael Brenner and Wladimir
Kaminer in Deniz Göktürk, David Gramling, and Anton Kaes, eds. Germany in
Transit (Berkeley: University of California Press, 2007), 203-206, 209-212,
214-219, 421-423 (Documents 6, 8, 10, 11, and 15).
Boris Fishman, “An Interview with Wladimir Kaminer” Words without Borders (Nov/Dec
2003): http://www.wordswithoutborders.org/article/an-interview-with-
wladimir-kaminer/
REGULATIONS COMMON TO ALL HUMANITIES COURSES
COPIES OF WRITTEN WORK SUBMITTED
Always retain for yourself a copy of all essays, term papers, written
assignments or take-home tests submitted in your courses.
PLAGIARISM
The University Senate defines plagiarism as “presenting, whether
intentional or not, the ideas, expression of ideas or work of others as
one’s own.” This can include:
•
reproducing or paraphrasing portions of someone else’s
published or unpublished material, regardless of the source, and
presenting these as one’s own without proper citation or
reference to the original source;
•
submitting a take-home examination, essay, laboratory report or
other assignment written, in whole or in part, by someone else;
•
using ideas or direct, verbatim quotations, or paraphrased
material,
concepts,
or
ideas
without
appropriate
acknowledgment in any academic assignment;
•
using another’s data or research findings;
•
failing to acknowledge sources through the use of proper
citations when using another’s works and/or failing to use
quotation marks;
•
handing in "substantially the same piece of work for academic
credit more than once without prior written permission of the
course instructor in which the submission occurs."
Plagiarism is a serious offence which cannot be resolved directly with
the course’s instructor. The Associate Deans of the Faculty conduct a
rigorous investigation, including an interview with the student, when
an instructor suspects a piece of work has been plagiarized. Penalties
are not trivial. They can include a final grade of “F” for the course
GRADING SYSTEM
Letter grades assigned in this course will have the following
percentage equivalents:
A+ = 90-100 (12)
A = 85-89 (11)
A- = 80-84 (10)
B+ = 77-79 (9)
F
ABS
DEF
FND
B = 73-76 (8)
B- = 70-72 (7)
C+ = 67-69 (6)
C = 63-66 (5)
C - = 60-62 (4)
D+ = 57-59 (3)
D = 53-56 (2)
D - = 50-52 (1)
Failure. Assigned 0.0 grade points
Absent from final examination, equivalent to F
Official deferral (see "Petitions to Defer")
Failure with no deferred exam allowed -- assigned only
when the student has failed the course on the basis of
inadequate term work as specified in the course outline.
Standing in a course is determined by the course instructor subject to
the approval of the Faculty Dean.
WITHDRAWAL WITHOUT ACADEMIC PENALTY
The last date to withdraw from FALL TER M courses is DEC. 9,
2016. The last day to withdraw from FALL/WINTER (Full Term)
and WINTER term courses is APRIL 7, 2017.
REQUESTS FOR ACADEMIC ACCOMMODATION
You may need special arrangements to meet your academic
obligations during the term because of disability, pregnancy or
religious obligations. Please review the course outline promptly and
write to me with any requests for academic accommodation during
the first two weeks of class, or as soon as possible after the need for
accommodation is known to exist. You can visit the Equity Services
website to view the policies and to obtain more detailed information
on academic accommodation at: carleton.ca/equity/accommodation/
Students with disabilities requiring academic accommodations in this
course must register with the Paul Menton Centre for Students with
Disabilities (PMC) for a formal evaluation of disability-related needs.
Documented disabilities could include but not limited to
mobility/physical impairments, specific Learning Disabilities (LD),
psychiatric/psychological disabilities, sensory disabilities, Attention
Deficit Hyperactivity Disorder (ADHD), and chronic medical
conditions. Registered PMC students are required to contact the
PMC, 613-520-6608, every term to ensure that your Instructor
receives your Letter of Accommodation, no later than two weeks
before the first assignment is due or the first in-class test/midterm
requiring accommodations. If you only require accommodations for
your formally scheduled exam(s) in this course, please submit your
request for accommodations to PMC by Nov. 11, 20 16 for the Fall
term and March 10, 2017 for the Winter term. For more details visit
the Equity Services website: carleton.ca/equity/accommodation/
PETITIONS TO DEFER
If you miss a final examination and/or fail to submit a FINAL
assignment by the due date because of circumstances beyond your
control, you may apply a deferral of examination/assignment.
If you are applying for a deferral due to illness you will be required to
see a physician in order to confirm illness and obtain a medical
certificate dated no later than one working day after the examination
or assignment deadline. This supporting documentation must specify
the date of onset of the illness, the degree of incapacitation, and the
expected date of recovery.
If you are applying for a deferral for reasons other than personal
illness, please contact the Registrar’s Office directly for information
on other forms of documentation that we accept.
Deferrals of a final assignment or take home, in courses without a
final examination, must be supported by confirmation of the
assignment due date, for example a copy of the course outline
specifying the due date and any documented extensions from the
course instructor.
Deferral applications for examination or assignments must be
submitted within 3 working days of the original final exam.
ADDRESSES: (Area Code 613)
College of the Humanities 520-2809
Greek and Roman Studies Office 520-2809
Religion Office 520-2100
Registrar's Office 520-3500
300 Paterson
300 Paterson
2A39 Paterson
300 Tory
Student Academic & Career Development Services 520-7850 302 Tory
Paul Menton Centre 520-6608/TTY 520-3937
501 Uni-Centre
Writing Tutorial Service 520-6632
4th Floor Library
Learning Support Service 520-2600 Ext 1125
4th Floor Library